The reconceptualization of curriculum studies

TLDR: The field of curriculum studies has been undergoing a process of transformation in the United States as mentioned in this paper, which is referred to as the reconceptualization of curriculum theory and curriculum theory.

Abstract: WHAT SOME OBSERVERS HAVE DESIGNATED A “MOVEMENT” is visible in the field of curriculum studies in the United States. Some have termed it “reconceptualism,” others “the new curriculum theory.” Both terms suggest more thematic unity among the curriculum writing characterized as the “reconceptualization” than, upon close examination, appears to exist. Nonetheless, some thematic similarities are discernible, though insufficient in number to warrant a characterization like “ideology” or composite, agreed-upon point of view. What can be said, without dispute, is that by the summer of 1978, there will have been six conferences and five books1 in the past six years which are indications of a socio-intellectual phenomenon in this field, and a phenomenon which clearly functions to reconceptualize the field of curriculum studies. Thus, while the writing published to date may be somewhat varied thematically, it is unitary in its significance for the field. If this process of transformation continues at its present rate, the field of curriculum studies will be profoundly different in 20 years time than it has been during the first 50 years of its existence.